• Pertanyaan:
Mengapa kita perlu merumuskan target pembelajaran dalam
asesmen pendidikan?
“Quality Learning”
• Terencana (Substantif)
• Terukur (Substantif)
• Membangun diskursus (Fungsional)
Quality of Learning Framework
Conceptual systems used to define ‘good’ learning
A single complex performance probably involves all 3 overlapping
domains:
• Cognitive: Thinking process/understanding
• Affective: Value/Attitude/Awareness
• Psychomotor: Skill/Application
(Anderson & Krathwohl, 2001; Bloom & Krathwohl, 1956, Gronlund,
1970).
Bloom, Krathwohl, & Masia formulated in a construct so called
“educational objectives” that consists of 3 domains: cognitive,
affective, psychomotor(1964).
Rumusan Tujuan Pengajaran
(TIU/TIK)
DITUANGKAN
Valuing Siswa mengekspresikan keterlibatan dan • Siswa antusias dalam mengemukakan ide-idenya di dalam diskusi
komitmen di kelas sesuai dengan muatan • Siswa terlibat dalam kegiatan sosial (i.e. donor darah)
nilai-nilai tertentu yang diyakininya. • Siswa mengemukakan keyakinannya akan isu2 krusial
• Siswa mampu memecahkan masalah/memberi solusi
Organization Menunjukkan adanya hubungan antara • Siswa mengenali kemampuan diri, kelemahan2nya, nilai yang dianut
nilai-nilai tertentu dalam suatu sistem • Siswa berani untuk mengkritisi pendapat orang lain dan mampu
nilai serta menentukan sistem mana yang menunjukkan alasan-alasannya
mempunyai prioritas lebih tinggi. • Siswa mampu mengatur waktu dan prioritas
Characterization Pengintegrasian nilai itu menjadi falsafah • Siswa yakin akan kemampuannya dalam bekerja mandiri
by Value hidupnya & perilakunya akan selalu • Siswa menunjukkan motivasi belajar yang tinggi untuk selalu
(Pengamalan) konsisten dengan falsafah hidupnya tsb. mengembangkan diri
– karakter (pervasive, consistent,
predictable)
Affective Domain: Contoh Blue Print
Capaian Kompetensi Indikator Favorable Unfavorable
Internalizing Values Membangun komitmen untuk berlatih menjadi warga negara yang sadar akan hak dan
kewajibannya
Mengembangkan perhatian akan isu2 kontemporer di masyarakat
HABIT
PRACTICE
IMITATION
Taksonomi Psikomotor R.H. Dave (Cont.)
Stage Category or Behavior Description Examples of activities, demonstrations, Action Verbs
Stage and evidence of learning
1 Imitation Copy action of another Watch teacher or trainer and repeat Copy, follow, replicate, repeat,
action, process, or activity adhere, observe, identify,
mimic, try, reenact, and
imitate
2 Manipulation Reproduce activity Carry out task from written or verbal Re-create, build, perform,
from instructions instructions execute, and implement
3 Precision Execute skill reliably, Perform a task or activity with expertise Demonstrate, complete, show,
independent of help and to high quality without assistance or perfect, calibrate, control, and
instruction; able to demonstrate an practice
activity to other learners
4 Articulation Adapt and integrate Relate and combine associated activities Construct, solve, combine,
expertise to satisfy a to develop methods to meet varying, coordinate, integrate, adapt,
non-standard objective novel requirements develop, formulate, modify,
master, improve, and teach
5 Naturalization Automated, Define aim, approach, and strategy for Design, specify, manage,
unconscious mastery of use of activities to meet strategic need invent, and project-manage
activity and related
skills at strategic level
Menyusun Pembelajaran pada Domain
Psikomotor: Contoh “SPORT OF JUMPING ROPE”
§ Learning Task:
Concepts of jump rope, advantages of jumping rope, and
instructions for rhythmic jumping rope skills
§ Learning Objectives:
üStudent will demonstrate three basic jump rope skills
üStudent will show rhythmic coordination by participating in jump
rope activities
Menyusun Pembelajaran pada Domain
Psikomotor: Rubrik “SPORT OF JUMPING ROPE”
Assessment for
Learning:
Formative Assessment
Assessment of Learning:
Summative Assessment
Menyusun Tes pada Domain Psikomotor:
Observation
• Relatively Unstructured Observation
§ Aim: complete description of even
§ Techniques: Participant observation (e.g. simulated patient); Time and motion
or time-sampling study; Anecdotal record
• Structured Observation
§ Aim: Specific plan made for making and recording observation
§ Techniques: Checklist (‘Yes’ or ‘No’ response), Rating Scale
Taksonomi Psikomotor R.H. Dave: Contoh Rating Scale
LO Category/ Behavior Description Rating Scale
Stage 3 2 1 0
Student will Imitation Student watches teacher and tries to perform
demonstrat few cycles with teacher supervision
e effective Manipulation Student perform 50 cycles on the next day
technique without teacher supervision
when
performing Precision Student performs 50 cycles without supervision
50 in another settings
bicycle Articulation Student perform 50 cycles without pausing in 20
crunches mins
Naturalization Student is able to ride any bicycles